/library/oar/handle/123456789/132161 2025-11-15T22:34:42Z 2025-11-15T22:34:42Z Korem, Anat /library/oar/handle/123456789/140875 2025-11-06T07:13:51Z 2025-01-01T00:00:00Z

Title: Teacher conceptual challenges in emotional education : key issues in supporting student social competence in pre-service and in-service teacher development Authors: Korem, Anat Abstract: The development of students’ social competence is a key goal in emotional education, yet teachers may face conceptual challenges that hinder effective implementation. This conceptual review is particularly relevant for pre-service and in-service teacher education, highlighting challenges that teachers face in implementing emotional education effectively. This review identifies five misunderstandings shaping teacher perceptions: (1) conflating social acceptance with close friendship; (2) overgeneralising distinct social skills; (3) focusing on interpersonal behaviour while overlooking intrapersonal processes; (4) encouraging social participation without sufficient skill readiness; and (5) neglecting emotional foundations essential for social learning. The interpretative framework draws on theoretical literature and thematic analysis of interviews with 15 educators, illustrated through examples from elementary and secondary education, bridging theory and classroom practice. This review aligns with a body of research that takes a reflective and critical perspective on social and emotional education, seeking ways to refine it and adopt a more holistic approach to students. By integrating conceptual and practice-based insights, it contributes to the emotional education field and provides a foundational model to support future research and advance understanding of social competence development.

2025-01-01T00:00:00Z Jurman, Marilyn Malleus-Kotšegarov, Elina Kikas, Eve Treial, Kristiina /library/oar/handle/123456789/140873 2025-11-06T06:50:15Z 2025-01-01T00:00:00Z

Title: Assessing teachers' social-emotional competence : psychometric properties of a CASEL self-assessment tool in an Estonian context Authors: Jurman, Marilyn; Malleus-Kotšegarov, Elina; Kikas, Eve; Treial, Kristiina Abstract: Teachers’ social-emotional competence (SEC) underpins students’ SEC, and self- assessment helps educators identify strengths and areas for improvement. Our study adapted CASEL’s Personal SEL Reflection tool for the Estonian educational context. Data from 528 primary and secondary school teachers resulted in a refined and shortened 15-item instrument with five CASEL core factors. Confirmatory factor analyses (CFA) supported a five-factor structure with good internal consistency and convergent validity (α = .74–.89; ω = .64–.81; AVE = .49–.73). The study establishes the reliability and validity of this culturally adapted tool for self-assessment purposes and highlights its potential for professional growth and teacher development initiatives.

2025-01-01T00:00:00Z Carpintero-Martin, Ana Álvarez-Huerta, Paula Muela, Alexander Larrea, Inaki /library/oar/handle/123456789/137578 2025-10-06T14:03:29Z 2025-01-01T00:00:00Z

Title: Engagement and creative self-efficacy in preservice teachers : the mediating role of cognitive reappraisal Authors: Carpintero-Martin, Ana; Álvarez-Huerta, Paula; Muela, Alexander; Larrea, Inaki Abstract: Student engagement is a crucial determinant of both academic achievement and personal development. The use of cognitive reappraisal to regulate emotions is considered a highly effective way of improving affect and relationships as well as engagement. One of the aims of the present study was to examine the extent to which student engagement predicts the use of cognitive reappraisal as an emotion regulation strategy. We also analyse whether engagement is positively associated with creative self-efficacy, an important trait for students' future professional development, and whether this relationship is mediated by cognitive reappraisal. Participants consisted of 604 preservice teachers (60.1% female, 30.8% male, 0.7% non-binary, 8.4% not disclosed) aged between 18 and 29 years (M = 20.67, SD = 1.64) and enrolled in a university in the Basque Country (northern Spain). Students with higher levels of engagement, both behavioural and affective, scored higher on cognitive reappraisal and creative self-efficacy. Furthermore, mediation analysis showed that affective engagement had an indirect effect on creative self-efficacy via cognitive reappraisal. Initiatives to promote engagement and enhance creative self-efficacy through greater use of cognitive reappraisal are essential to ensure that preservice teachers develop the requisite skills to deal effectively with the demands of the profession.

2025-01-01T00:00:00Z Teixeira, Andreia Coelho, Vera Valquaresma, Andreia Soares, Mónica Machado, Francisco Azevedo, Helena /library/oar/handle/123456789/137500 2025-07-24T05:34:24Z 2025-01-01T00:00:00Z

Title: An exploratory study on the interplay between teachers' wellbeing, emotional regulation, and work engagement Authors: Teixeira, Andreia; Coelho, Vera; Valquaresma, Andreia; Soares, Mónica; Machado, Francisco; Azevedo, Helena Abstract: Teachers' wellbeing plays a crucial role in fostering high-quality educational environments and positive outcomes for students, teachers, and the educational community. Previous studies show that teachers´ emotional regulation strategies, particularly cognitive reappraisal, positively affect wellbeing (Braun et al., 2020). Additionally, work-related factors, such as work engagement and working conditions, also play a significant role. This study explores wellbeing among 443 teachers, examining its relationship with emotional regulation strategies, and work engagement. Data was collected using the Mental Health Continuum (Fonte et al., 2020), Emotion Regulation Questionnaire (Gross & John, 2003), and Utrecht Work Engagement Scale (Sinval et al., 2018). Results showed that teachers exhibit medium-high emotional wellbeing, medium psychological wellbeing, and medium-low social wellbeing. Cognitive reappraisal and work engagement, particularly vigor and dedication, positively predicted wellbeing, while emotional suppression negatively predicted all dimensions of wellbeing. Findings highlight the importance of promoting emotional regulation and work engagement to enhance teacher´s wellbeing.

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